The question of whether "intelligent design" amounts to legitimate science, pseudo-science, or religion masquerading as science has underwent a potentially historic legal test, as a federal court in Pennsylvania considered whether a public school district can require that students be exposed to the controversial concept. Eleven parents from the Dover district in south-central Pennsylvania are suing to halt a policy that mandates students be told about intelligent design in a 9th grade biology class alongside the theory of evolution. The case stemmed from the Dover school board's decision in 2004 to revise the district's science curriculum by requiring that students be made aware of "gaps/problems" in the theory of evolution and be introduced to intelligent design. That concept posits that the development of living things, including humans, showed signs of having been directed by an unnamed master architect, rather than generated by an undirected process of evolution through natural selection and random mutation. Courts have repeatedly rejected attempts to teach creationism--a biblically based belief that God created all living things--in public school science classes, as well as efforts to give that view equal time with evolution. Legal experts say the courts have yet to weigh in on whether requiring inclusion of intelligent design is constitutionally permissible. Thus, they predict that the Pennsylvania case, "Kitzmiller v. Dover Area School District," is likely to have an impact on future policies adopted by public schools nationwide.